set 2005: no. 3

In this final issue of set for 2005 we are pleased to bring you an additional feature, “What’s New With the ARBs”. This will appear regularly. Along with “Assessment News”, readers will now have ongoing updates on current issues, new resources and research aimed at supporting classroom teachers design programmes that maximise learning.

In this article Penni Cushman reviews several studies that have surveyed male school-leavers and practising male teachers on their attitudes towards teaching as a career and their experiences in the school environment.

Any student can become a target of physical, verbal, or relational bullying, but now there's a new threat—bullying through text-messaging. This article examines the nature and prevalence of text-bullying, and how it relates to other forms of bullying.

What are the patterns of stress and satisfaction experienced by beginning teachers? Findings from interviews with 18 New Zealand beginning primary teachers over their first two years of teaching confirm some assumptions, challenge others, and give insight into the factors that make for resilience.

The dynamic and integrated nature of environmental education and the broader concept of education for sustainability require not only the teaching and learning skills of the environmentally educated teacher but also the perspectives and skills of the reflective practitioner.

Nineteen broad areas of essential learning about New Zealand society are identified in the social studies curriculum. The authors consider what aspects of these are assessed in the 2001 NEMP monitoring tasks for Year 8 students.

Gardner's theory of Multiple Intelligences (MI) has been well received by many educators. Most of the literature on MI, however, concentrates on the primary school sector. This article considers the implications of MI for both primary and secondary sectors and suggests why the latter has been less responsive.

What are the challenges for schools in creating effective change, and what are the factors that support its success?  This is a description of how four secondary schools and a school cluster implemented locally-designed curriculum innovations.

Why has the Curriculum Marautanga Project chosen the competencies of relating to others, managing self, participating and contributing, thinking, and using language, symbols, and texts?  Why now and what next?

This article overviews the background to the development of the key competencies, and looks at their connections with the previous essential skills framework.

Base 6, an inquiry-based curriculum integration secondary programme, is now in its fifth year at Kuranui College in Greytown. This article summarises the data from the first three years of the programme and discusses curriculum integration with regard to authentic learning, the shift in power relationships in the classroom, and the redevelopment of the New Zealand curriculum framework.